Tree of Life Vision and Values

The Tree of Life at Penn Wood SchoolThe ‘Tree of Life’ visually represents the essence and vision of the school. We include all, celebrating diversity and minimising any barriers to learning. As the spirit of the school is totally inclusive, it is responsive to the varying needs and languages (approximately 30) of learners. The heart at the centre of the tree represents the all-important beliefs, attitudes and values of all learners. The tree is about the growth of the heart and mind - about a range of intelligences including emotional and spiritual intelligence.

Creative Learning at Penn Wood SchoolWhat does this mean?Below tells you about our provision for children, what our teachers do and what our classrooms are like.Our Vision is ‘Better Never Stops - Mastery Learning'. This means knowing and respecting each child as a unique individual and building existing skills and abilities so that good and rapid progress is made in all areas of learning. The curriculum must be engaging and meaningful and prioritise the right things. For example – language and literacy is at the heart of the curriculum and we want children to have good thinking and ICT skills for 21st century living.

First pillar: Communication, representation and expression The children

The children regularly enjoy listening to stories, music and the views of others

The children have many opportunities to express their imagination (e.g. storytelling, drama and writing.)

The children regularly communicate in a variety of ways including the spoken word, a range of writing genres, art, dance and music

The children develop close observational skills that focus on fine detail in art work

The children develop spoken language and writing skills alongside the observation

The children use a good range of vocabulary in order to express ideas both verbally and within their writing

The children regularly draw upon a wide range of experiences in their work

First pillar: Communication, representation and expression The teacher

Teachers plan opportunities for developing knowledge that allows for creativity

Teachers plan an opportunity to develop work from children’s needs or interests

Stories are used as starting points for creative projects

When working within the creative arts, teachers fully explore the links with literacy and numeracy

Teachers plan circle time and other discussion activities where pupils discuss feelings around difficult issues and each child's contribution is valued and built upon

Teachers have assessed in-service opportunities in order to promote high quality work within the strand of production, performance and presentation

First pillar: Communication, representation and expression The classroom

The classroom has a rich range of resources which aid the development of high quality language work

Examples of creative writing are shared with pupils and are well displayed within the classroom

There is a wide range of children’s art and 3D work that is well displayed within the classroom

Where appropriate, there are well developed role play areas encouraging imaginative interpretation (including Key Stage 2)

Resources such as clay are provided to stimulate the imagination

There is sufficient space, time and commitment for potentially noisy or messy creative activities

There are also quiet times when children can reflect deeply upon their work and develop strategies for self-improvement

Second pillar: Production, performance and presentation The children

The children get regular opportunities to plan and present their own work to a wider audience

There are sufficient opportunities for children to fully develop their own ideas in an individual, original and imaginative way when producing and presenting their work

Children show high levels of independence, pride and perseverance within the process of a task

Children contribute effectively to discussions within the process of a task

There are opportunities for children to feel a strong sense of ownership in their work

Second pillar: Production, performance and presentation The teacher

Teachers use a variety of teaching styles and techniques to develop pupils’ creativity

Teachers have high expectations that allow pupils to take full responsibility for planning and presenting their work in a range of creative ways

Teachers regularly encourage children to share their ideas in learning

Genuine time is allowed for children to develop and modify their ideas

Teachers have assessed in-service opportunities in order to promote high quality work within the strand of production, performance and presentation

Second pillar: Production, performance and presentation The classroom

The classroom is a creative place where pupils regularly present and exhibit their work in a creative way

The classroom is designed for, and encourages, meaningful pupil collaboration

Displays in the classroom reflect both individual and group work

Examples of process are displayed (such as photographs, sketches or draft copies) which show the learning processes used by the children

These classroom displays are sometimes planned by the children and reflect the learning processes they have gone through

Displays and exhibitions of pupils’ creativity are labelled so that children, parents and governors are aware of the processes within the strand

Third pillar: Thinking skills and problem solving The children

Children regularly respond to problem solving challenges with enthusiasm

Children welcome new ideas and situations

The children persevere in order to find solutions

Skills and techniques are used in unusual ways

Children enjoy working with others to solve problems and also work through their ideas alone

Children evaluate and refine the ideas of others

Children regularly carry out mathematical investigations in a creative way

Children carry out their own scientific investigations

The children use ICT to help them to solve problems or refine their thinking

The children carry out high quality design technology work

The children express their ideas orally

Third pillar: Thinking skills and problem solving The teacher

The work is planned to encourage adaptability and so that children can transfer learning from one subject area to another

Teachers provide a balance between closed and open-ended activities

Teachers provide encouragement for pupils who show exceptional ability

Teachers ensure that children are encouraged to take risks and that they feel supported on these occasions

Teachers have assessed in-service opportunities in order to promote high quality work within thinking skills and problem solving

Third pillar: Thinking skills and problem solving The classroom

The learning environment provides a secure basis for risk taking

Children can readily access appropriate mathematical resources

The classroom has a suitable range of science resources

The classroom allows for large scale construction play, designing and making

The classroom has interactive and thought provoking displays

The interactive whiteboard is used to develop thinking skills and problem solving in a creative way

Fourth pillar: Universe, creation, awe and wonder The children

Children draw upon aspects of the natural world to aid creative expression

Children draw upon aspects of the man-made world to aid creative expression

Children demonstrate aspects of creativity in different environmental settings including the classroom, playground and local visits

Children develop close observational skills including presenting in detail small parts of a larger object

Children develop descriptive language alongside these observations

Children demonstrate wonder, amazement and enthusiasm for learning

Fourth pillar: Universe, creation, awe and wonder The teacher

Teachers have freedom in the curriculum to respond to changes in seasons or the weather

Teachers regularly create opportunities for children to respond to the natural environment and to focus on plants and animals using multi- sensory skills

Teachers regularly create opportunities for children to respond to the man-made environment